Appreciation · SHS3 Literature In English

Lesson notes

Learning Objectives

Indicator: 3.2.2.LI.5 - Develop essays on the critique done on fictional and non-fictional texts.

By the end of the lesson, learners can:

Recall and state the steps used in critiquing a prose text, including plot, characterisation, setting, point of view, and literary devices.
Distinguish between the critique of fictional texts (novels, short stories) and non-fictional texts (biographies, autobiographies, essays) in terms of what the critic examines.
Organise a critique essay using a clear structure: introduction with thesis, body paragraphs with textual evidence, and a conclusion with personal response.
Write a complete critique essay of 3 to 4 paragraphs on a short fictional or non-fictional excerpt, incorporating at least two literary devices or narrative techniques.
Provide constructive feedback on a peer’s critique essay using a simple rubric or checklist.

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Curriculum details

Strand: Prose (Strand 2)
Sub-strand: Appreciation (2.2)
Content standard: 3.2.2.CS.1 - Demonstrate knowledge and understanding of the elements of prose and literary devices in analysing varied prose texts. 3.2.2.LO.1 Use the knowledge of elements and literary devices in analysing selected texts. 3.2.2.LO.2 Communicate personal and critical responses to narratives through different perspectives.
Indicator: 3.2.2.LI.5 - Develop essays on the critique done on fictional and non-fictional texts.
Suggested placement: Semester 1, Week 7 (Week 7 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 129

Exemplars (from the NaCCA curriculum)

Talk for Learning/Building on what Others Say:

- Through scaffolding, teacher guides learners to review the steps used in critiquing prose texts.

- Simple/complex plot

- Good convincing relatable characters e.g., not perfect, have flaws etc.

- Interesting/simple/complex plots

Collaborative Learning:

- In groups (mixed-ability/gender) learners use the above to develop essays on fictions and non-fictions.

- Share and critique essays.

- Learners develop critical thinking as well helping others to feel belonged.

Assessment (3.2.2.AS.5). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Lesson plans
- Literary Texts,
- Multi-sensorial classrooms
- online summaries
- annotation guides
- Biographies
- Autobiographies
- audio-visual resources
- Worksheets
- writing templates or plans
- comparison charts etc
- Selected prescribed texts or excerpts, summary creator, critique essay template, essay plan format, etc.
- Internet resources